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TRANSFER STAGE:

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by

Boon Amoroso

on 18 January 2015

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Transcript of TRANSFER STAGE:

TRANSFER STAGE/
TRANSFER OF LEARNING

TRANSFER OF
LEARNING
Refers to the influence that learning something in one situation has on learning on other situations.
VERTICAL TRANSFER
When complex skills are more easily learned because of simple skill that we acquired earlier, vertical transfer has occured.
LATERAL TRANSFER
The generalization of knowldege or skill to a new situation--one that is different from the original situation in which the knowledge or skill was acquired.
NEAR TRANSFER
Refers to situations in which acquired skills are applied in new ways that are similar to the original learning situation.
FAR TRANSFER
Occurs when the skill is applied in situation that are quite far removed from the original learning situation.
LOW-ROAD
TRANSFER
The spontaneous automatic transfer of highly practiced skills with little need for reflective thinking. It involves a great deal of practice to attain the automaticity of skills required.
HIGH-ROAD
TRANSFER
Involves the explicit formulation of abstraction in one situation that allows making a connection to another. It depends on mindful abstraction.
READING
ACT

LITERATURE
CIRCLES
Students who love books, enjoy reading, and discussing them are likely to become lifelong readers. Many of them choose to read as a leisure-time activity. Reading skills developed must be transfered in every reading act whatever the material would be.
KEY FEATURES OF
LITERATURE
CIRCLES
CHOICE
Students choose the books they will read and the groups in which they participate. Teachers structure literature circles so that students have these opportunities, but even more important, they prepare students for making choices. In traditional classrooms, children often work competitively with classmates, but in literature circles, students collaborate in order to set schedules, discuss their reading and develop responses.
LITERATURE
The books chosen for literature circles should be interesting to students and their reading level. The books must seem manageable to the students, especially during their first literature circles.
RESPONSE
Students meet several times during a literature circle to discuss the book and extend their comprehension of it. Through these discussions, students summarize their reading, make personal and literary connections, learn vocabulary, explore the author's use of story structure and note literary language.
The reason why students examine the structural elements of stories is to help them develop literary insights. Teacher assist by providing information, offering coments, asking insightful questions and guiding students to make comments.
Plot
Character
Setting
Point of View
Theme
One of the best ways to prepare students for literature circle discussion is by reading aloud to them every day and involving them in grand conversations
ROLES STUDENTS
PLAY IN
LITERATURE CIRCLES
1. Discussion Director
2. Passage Master
3. Word Wizard
4. Connector
5. Summarizer
6. Illustrator
7. Investigator
IMPLEMENTING
LITERATURE
CIRCLES
PRE-READING
Teachers prepare text sets with 5-7 related titles and collect 6-7 copies of each book. Teachers give a brief talk to introduce the new books and then students sign up for the book they want to read.
READING
Students read the book independently or with a partner depending on the difficulty level of the book.
RESPONDING
After reading the first section or the entire book (if it's a picture book), students meet to talk about their reading. They participate in grand conversations.
EXPLORING
Literature discussions extend into the exploring stage of the reading process. They may focus on an element of story structure, provide information about the author or the genre or teach a literacy skill or strategy.
APPLYING
Students create a project after they finish reading. Sometimes, they simply plan a way to share the book with the class, and in other classrooms, they develop more extensive projects.
MONITORING & ASSESSING
STUDENTS' LEARNING
1. Observing students
2. Monitoring students'
progress
3. Assessing students'
work
4. Examining students'
reflection
SQ3R
S-

Q-

3R-
SURVEY
QUESTION
READ
RECITE
REVIEW
GOOD MORNING
AND
GOD BLESS US ALL!
Hi, Cha!
Hi, Thel!
#TeamAchup
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